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= Part 1 =
{{OER4S
{{OER4S
|title=eLA 2013
|title=OER4Schools Taster Session
|session=10.1
|session=8.3
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
|description=
* creating a supportive learning environment for dialogue through body language, emotional support and enthusiasm for pupil learning
|intention=
* one aspect of whole class dialogue '''cumulative talk'''
|success criteria=
* '''classroom management techniques''' for whole class dialogue such as forming classroom rules in consultation with pupils
|ict=
* the idea of an '''assessment portfolio'''
|resources=
 
}}[[Category:Dialogue]][[Category:Questioning]]
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* role play a cumulative talk activity using the '''magic microphone''' technique to generate enthusiasm
* plan a cumulative talk activity for use in the classroom and consider using a '''horseshoe seating arrangement''' to encourage peer co-operativity
* identify features that illustrate 'a supportive classroom environment' whilst watching videos of whole class dialogue in action
 
|ict={{ OER4SchoolsWSInfo/ICT intro}}
* continuation of Geogebra practice
* planning another slideshow with OpenOffice Impress
 
{{ OER4SchoolsWSInfo/ICT intro students}}
* another image sequencing activity
* typing practice in the classroom
}}
 


= Creating a supportive environment for dialogue =
= Creating a supportive environment for dialogue =
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The activity we just did is example of “cumulative talk” where participants build on what the previous person has said (“cumulative talk” is one example of whole class dialogue).
The activity we just did is example of “cumulative talk” where participants build on what the previous person has said (“cumulative talk” is one example of whole class dialogue).


{{activity|stgw| in pairs: Planning cumulative talk in the classroom|10}} Now pair up, and come up with ideas for cumulative talk in the classroom.
= Introduction to the lesson (for context) =
* Consider that when this activity is done in the classroom with pupils, themes should be chosen from the curriculum.
* Also consider that the seating arrangement can be modified according to teachers’ classrooms such that pupils see each other. Pupils can leave their tables and just move their chairs (or sit outside if the grounds are suitable).
As you are planning this activity, ask youself the following questions:
* Do your students find it easy to talk?
* How can you encourage students to talk?
* Are some students likely to laugh at other students contributions? How can you create safe environments that enable students to take risks?{{lfl|2.4}}


= Introduction to the lesson =
{{activity|otr|Video on classification of vertebrates.|10}}
 
In the ongoing OER4Schools sessions, the teachers would already be familiar with Eness' lesson. However, here, just to introduce Eness' lesson itself, let's watch these two videos:
Just to introduce the lesson itself, let's watch these two videos:


{{: Video/Eness vertebrates 4.mp4 }}
{{: Video/Eness vertebrates 4.mp4 }}
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=  Whole class discussion: Creating a supportive environment =
=  Whole class discussion: Creating a supportive environment =
{{activity|otr| Video on classification of vertebrates.|10}} Video clips Eness vertebrates 10 ("Is a boy a mammal?") and 11 ("Is a whale a fish or a mammal?"); lively class discussion about classifying these animals, deliberately chosen to create controversy and to challenge the pupils'''
{{activity|otr| Video on classification of vertebrates.|10}} Video clips Eness vertebrates 10 ("Is a boy a mammal?") and 11 ("Is a whale a fish or a mammal?"); lively class discussion about classifying these animals, deliberately chosen to create controversy and to challenge the pupils'''<nowiki/>'''


{{: Video/19 Eness 3 vertebrates 10.mp4 }}
{{: Video/19 Eness 3 vertebrates 10.mp4 }}
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= Reflection on what we have learned =
= Reflection on what we have learned =


{{activity|wcd|: Reflectiong on what you have learnt.|10}} Reflection on what you have learned from this session about
{{activity|wcd|: Reflecting on what you have learnt.|10}} Reflection on what you have learned from this session about
* Body language for encouraging dialogue
* Body language for encouraging dialogue
* Cumulative talk
* Cumulative talk
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* Managing the tension between control and learners’ freedom to contribute
* Managing the tension between control and learners’ freedom to contribute


= Follow-up activities =
= Cumulative talk in the classroom =
{{activity|Agreeing follow up activities|5}}


{{fup|A}} Try out the ‘magic microphone’ technique with an easy question for pupils to answer (eg “what’s your favourite food?”); every child should say something but keep the pace rapid so it doesn’t take too long – if someone isn’t ready, come back to them.
{{activity|stgw| in pairs: Planning cumulative talk in the classroom|10}} Now pair up, and come up with ideas for cumulative talk in the classroom.
* Consider that when this activity is done in the classroom with pupils, themes should be chosen from the curriculum.
* Also consider that the seating arrangement can be modified according to teachers’ classrooms such that pupils see each other. Pupils can leave their tables and just move their chairs (or sit outside if the grounds are suitable).
As you are planning this activity, ask yourself the following questions:
* Do your students find it easy to talk?
* How can you encourage students to talk?
* Are some students likely to laugh at other students contributions? How can you create safe environments that enable students to take risks?{{lfl|2.4}}


{{fup|B}} Try out cumulative talk by asking pupils to create a class story, contributing one line each whenever they are handed the magic microphone by their peers. Use some of the techniques discussed in this session to create a supportive environment, for example: positive body language, enthusiastic tone, listening to each other before speaking and building on what the previous person has said. Encourage any shy children to have a go, and repeat the activity with another topic on other occasion so they get more used to public speaking.
You can use the [[OER4Schools/activity_template|activity template]] if you like.


{{fup|C}} Your own ICT practice:
=  Follow-up activities =
* Practise your typing skills.
{{activity|Agreeing follow up activities|5}}
* Continue practising finding resources and downloading images for a lesson that you can do. When you download images, put them into your lesson_resources folder, and use the slideshow function using a web browser on the netbooks or teacher computers.
 
{{CBS specific|Write an email to the mailing list}}
 
{{fup|D}} ICT use in the classroom:
* Do another image-based activity
* Do typing practice (carousel)


{{fup|A}} Try out cumulative talk by asking pupils to create a class story, contributing one line each whenever they are handed the magic microphone by their peers. Use some of the techniques discussed in this session to create a supportive environment, for example: positive body language, enthusiastic tone, listening to each other before speaking and building on what the previous person has said. Encourage any shy children to have a go, and repeat the activity with another topic on other occasion so they get more used to public speaking.


{{setting of follow up}}
{{setting of follow up}}


{{activity summary}}
= {{name for review of follow up}} =


= Next session =
In the last session, we asked you to try out cumulative talk in the classroom? How did that go?


{{OER4SchoolsWSInfo
= Introduction to questioning =
|intention={{ OER4SchoolsWSInfo/intention intro}}
* differentiating between types of questions: '''closed questions''' versus '''open questions'''; and '''surface questions''' versus '''deep questions'''
* generating open and deep questions
* other types of questions that you can ask students (e.g. '''questions for remembering / understanding / applying / analysing / evaluating / creating''')
* handling multiple responses
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a game to classify questions as open or closed
* further classify questions during discussion using an information sheet for reference
* watch a video and identify techniques for '''handling multiple responses'''
 
|ict={{ OER4SchoolsWSInfo/ICT intro}}
* planning a lesson with Geogebra
* using Etherpad to make shared notes
{{ OER4SchoolsWSInfo/ICT intro students}} 
* do a lesson with Geogebra
 
|resources=
You will need to have Etherpad or another collaborative writing application available and some red/yellow/green cards for '''robots/traffic lights''' resource.
 
}}
 
 
= {{name for review of follow up}} =
 
{{review of follow up}}
= Introduction =
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine  
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine  
* what learners understand,
* what learners understand,
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{{activity|otr| Facilitator talk on open and close questions.|5}}  
{{activity|otr| Facilitator talk on open and close questions.|5}}  


{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room.  Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed.  Be prepared to explain your rationale to the rest of the group.  
{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room.  Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed.  Be prepared to explain your rationale to the rest of the group.  
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}}
}}


= Handouts =
= Handouts =
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